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1 Reading Informational Text Key Ideas and Detail Revised TN-ELDS Four year-old Informational Text Key Ideas and Detail Reading RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.PK.1. With guidance and support, ask and answer questions about informational text RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.PK.2. With guidance and support, recall important facts from informational text RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. RI.PK.3. With guidance and support, relate informational text to personal experience or other text Craft and Structure RI.PK.4. Expand vocabulary by participating in discussions or answering questions, about unfamiliar words in informational text RI.K.5. Identify the front cover, back cover, and title page of a book. RI.PK.5. Identify that the title of the book is found on the front cover RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.PK.6. With guidance and support, identify the role of the author and the illustrator RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.PK.7. With guidance and support, use illustrations to describe characters, settings or predict events in the story Integration of Knowledge and Ideas RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Text Complexity RI.K.10. Actively engage in group reading activities with purpose and understanding. Integration of Knowledge and Ideas RI.PK.8. (Begin in Kindergarten) RI.PK.9. With guidance and support, identify the similarities and differences between books on the same topic Range of Reading and Text Complexity RI.PK.10. Actively listen and participate in small and large group activities when informational text is read aloud or discussed

2 Literature Standards Key Ideas and Details Reading Reading Literature Standards Key Ideas and Detail RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.PK.1. With guidance and support, ask, and answer questions about text read aloud RL.K.2. With guidance and support, retell familiar stories, including key details. RL.PK.2. With guidance and support, recall important facts to retell a story in sequence RL.K.3. With prompting and support, identify characters, settings, and major events in a story. RL.PK.3. With guidance and support, identify major characters, settings, and events from a story or nursery rhyme Craft and Structure RL.K.4. Ask and answer questions about unknown words in a text. Craft and Structure RL.PK.4. Expand vocabulary by asking and answering questions about unfamiliar words in a story or nursery rhyme read aloud RL.K.5. Recognize common types of texts (e.g., storybooks, poems). RL.PK.5. With guidance and support, identify common text as either story book, nursery rhyme, or poem (e.g. story books, folktales, nursery rhymes, etc.) RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas RL.PK.6. With guidance and support identify the role of the author and the illustrator Integration of Knowledge and Ideas RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.PK.7. With guidance and support, use illustrations to describe characters, settings, or predict events in the story RL.K.8. (Not applicable to literature) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Text Complexity RL.K.10. Actively engage in group reading activities with purpose and understanding. RL.PK.8. (not applicable to literature) RL.PK.9. With guidance and support, relate the story to previous stories or one's life experiences Range of Reading and Text Complexity RL.PK.10. Actively listen and participate in small and large group activities when literature is read aloud or discussed

3 Foundational Skills Print Concepts Reading Reading Foundational Skills Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. RF.PK.1. Demonstrate understanding of basic features of print RF.K.1a.Follow words from left to right, top to bottom, and page by page. RF.PK.1a. Handle books respectfully and appropriately, right-side-up and turning pages one at a time, front to back RF.K.1b. Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1c. Understand that words are separated by spaces in print. RF.PK.1b. Recognize spoken words can be written and read RF.PK.1c. With guidance and support, understand that words are made up of alphabet letters which have individual names and are written in a specific sequence RF.K.1d, Recognize and name all upper- and lowercase letters of the alphabet RF.PK.1d. Recognize frequently occurring uppercase letters and some of the most frequently occurring lowercase letters Phonological Awareness Phonological Awareness RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.PK.2. Demonstrate increasing understanding of spoken words, syllables, and sounds (phonemes) RF.K.2a. Recognize and produce rhyming words. RF.K.2b. Count, pronounce, blend, and segment syllables in spoken words. RF.PK.2a. Recognize rhyming words in spoken language RF.PK.2b. With guidance and support, count and name the number of individual words in a spoken sentence RF.K.2c.Blend and segment onsets and rimes of single-syllable spoken words. RF.PK.2c. With guidance and support, count, pronounce, blend, and segment syllables in spoken words RF.K.2d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) Begin in Kindergarten or when individual child is ready RF.K.2e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.PK.2e. With guidance and support, identify whether or not two words begin with the same sound

4 Foundational Skills Reading Reading Foundational Skills Phonics and Word Recognition Phonics and Word Recognition RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.PK.3. Demonstrate word awareness by identifying familiar words in books and environment RF.K.3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. RF.PK.3a. Demonstrate developing basic knowledge of letter-sound correspondence association by beginning to match the name and initial sound of some consonant letters such as in own name, classmates' names, or common words RF.K.3b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. RF.K.3c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does ). RF.K.3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency RF.K.4. Read emergent-reader texts with purpose and understanding. RF.PK.3b. (Begin in Kindergarten or when individual child is ready) RF.PK.3c. Recognize own name in print and some other common symbols and words in the environment (e.g., classmates' names, STOP, GO, etc.) RF.PK.3d. With guidance and support, distinguish between words with the same and different first letter sounds Fluency RF.PK.4. Demonstrate an awareness of story events and overall theme in picture books, by using illustrations (observing and discussing) to support "reading" the words in the text

5 Writing Standards Writing Standards Text Types and Purposes Text Types and Purposes W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.PK.1. With guidance and support, use a combination of drawing, dictating, and emergent writing to express a preference or opinion about a specific topic or text W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.PK.2. With guidance and support, use a combination of dictating and drawing to explain information about a familiar topic W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.PK.3. With guidance and support, use a combination of drawing and dictating emergent writing to tell a real or imagined story Production and Distribution of Writing Production and Distribution of Writing W.K.4. (Begins in grade 3) W.PK.4. (Begin in Grade 3) W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge W.PK.5. (Begin in Kindergarten or when individual child is ready) W.PK.6. With guidance and support from adults, explore a variety of digital tools (e.g., computers, smart board and tables, ipads, phones, etc.), to convert oral messages and ideas into words and/or pictures Research to Build and Present Knowledge W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.PK.7. With guidance and support, participate in shared research and emergent writing projects (e.g., explore a number of books by a favorite author and express opinions about them) W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.PK.8. With guidance and support from adults, recall information from experiences or gather information from provided sources (e.g., books, internet, classroom guests), to answer a question W.K.9. (Begins in grade 4) W.PK.9. (Begin in grade 4) W.K.10. (Begins in grade 3) W.PK.10. (Begin in grade 3)

6 Listening Standards Comprehension and Collaboration Speaking & Speaking and Listening Standards Comprehension and Collaboration SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.PK.1. Participate in collaborative conversations with diverse partners during daily routines and play SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.PK.1a. Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking, listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer) SL.K.1.b Continue a conversation through multiple exchanges. SL.PK.1b. Engage in a conversation, striving for five exchanges SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.PK.2. Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g., watch a video about birds and their habitats and make drawings or constructions of birds and their nests) SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge & Ideas SL.PK.3. Ask and answer questions in order to seek help, get information, or clarify something which is not understood Presentation of Knowledge & Ideas SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.PK.4. Participate in conversations to tell or talk about familiar people, places, things and events and, with prompting and support add additional details SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. SL.PK.5. Create representations of experiences or stories (e.g., drawings, dramatic play, construction with blocks, clay or other materials, etc.) and explain them to others SL.PK.6. Speak clearly and audibly to express thoughts, feelings, and ideas. SL.PK.6a. EL students use home language as well as English language through prompting and support

7 Standards Conventions of Standard English Language Language Standards Conventions of Standard English L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.PK.1. Through adult modeling, guidance and support, use complete sentences to express a thought or idea L.K.1a. Print many upper- and lowercase letters. L.PK.1a. Print some upper and lowercase letters (letters may not be of conventional size or shape) L.K.1b. Use frequently occurring nouns and verbs. L.PK.1b. Use frequently occurring nouns and verbs L.K.1c. Form regular plural nouns orally by adding /s/ or /as/ (e.g., dog, dogs; wish, wishes). L.PK.1c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) L.K.1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how ). L.K.1e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with ). L.K.1d. With guidance and support, understand and use question words (e.g., who, what, where, when, why, how ) L.PK.1e. Understand and appropriately use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with) L.K.1f. Produce and expand complete sentences in shared language activities. L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2a Capitalize the first word in a sentence and the pronoun I. L.K.2b. Recognize and name end punctuation. L.K.2c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.PK.1f. Participate in shared language activities and use increasingly complex and varied spoken vocabulary L.K.2. Inconsistently uses conventions of standard English capitalization, punctuation and spelling when writing L.PK.2a. (Begin in Kindergarten) L.PK.2b. (Begin in Kindergarten) L.PK.2c. Show awareness of conventional letter-sound relationships through use of invented spelling and describing what was written

8 Standards Language Language Standards L.K.2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.PK.2d. With prompting and support, use invented spelling when writing Knowledge of Language Knowledge of Language L.K.3. (Begins in grade 2) L.PK.3. (Begin in grade 2) Vocabulary Acquisition and Use L.K.4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. L.K.4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.4b. Use the most frequently occurring inflections and affixes (e.g., - ed, -s, re-, un-, pre-, -full, -less ) as a clue to the meaning of an unknown word. Vocabulary Acquisition and Use L.PK.4. With guidance and support, ask or answer questions about the meaning of new words and phrases introduced through books, activities, and play L.PK.4a. With guidance and support, recognize and use words appropriately which are similar in meaning (e.g., happy/glad, angry/mad) L.PK.4b. (Begin in Kindergarten) L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. L.PK.5. With guidance and support, participate in discussions to determine the meaning of unfamiliar words found in text or used in conversations L.K.5a.Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5b.Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) L.PK.5a. Sort familiar objects into categories and identify the "common" factor of the group (e.g. Identify reason {common factor} for grouping objects; categorize animals by those who fly or walk; group cars by color or number of doors, etc) L.PK.5b. Demonstrate understanding of the most frequently occurring adjectives and opposites (e.g., more/less, empty/full, happy/sad, stressed/relaxed) L.K.5c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance ) by acting out the meanings. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. L.PK.5c. Apply words learned in classroom activities to real-life examples (e.g., name places in school which are fun, quiet, or noisy) L.PK.5d. With guidance and support, show understanding of similar words by demonstrating the meaning of the words or using the words in conversations (e.g. talk, chat, whisper; car, vehicle) L.PK.6. Use words and phrases acquired through conversations, listening to books read aloud, and play

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